Unsworth, Sara
Sara Unsworth is very interested in the extent to which cultural processes affect cognition, as well as the role of congruence in cognitive frameworks in classroom achievement. As research investigating the relationship between culture and cognition continues to grow, it is becoming evident that different cultural experiences can result in differences in how information is organized and represented. These differences might lead to a lack of congruence between the way in which information is presented and organized in a cultural community and the way in which information is presented and organized in the classroom. To examine this issue more closely, she conducts ethnography and experimental research with Menominee Native Americans and European Americans who live in rural Wisconsin, as well as with urban Native Americans living in Chicago. She would like to help to bring awareness about the extent to which different cultural "ways of knowing" within the United States match "ways of knowing" in the classroom, as well as the extent to which the degree of match affects successful learning.
Sara Unsworth is very interested in the extent to which cultural processes affect cognition, as well as the role of congruence in cognitive frameworks in classroom achievement. As research investigating the relationship between culture and cognition continues to grow, it is becoming evident that different cultural experiences can result in differences in how information is organized and represented. These differences might lead to a lack of congruence between the way in which information is presented and organized in a cultural community and the way in which information is presented and organized in the classroom. To examine this issue more closely, she conducts ethnography and experimental research with Menominee Native Americans and European Americans who live in rural Wisconsin, as well as with urban Native Americans living in Chicago. She would like to help to bring awareness about the extent to which different cultural "ways of knowing" within the United States match "ways of knowing" in the classroom, as well as the extent to which the degree of match affects successful learning.